مدل رفتار مدنی تحصیلی بر اساس جو عاطفی مدرسه و تجارب مثبت در مدرسه با میانجی‌گری شکفتگی تحصیلی در دانش‌آموزان دبیرستانی

محورهای موضوعی : روانشناسی تربیتی

مریم جلیل زاده ¹ (دانشجوی کارشناسی ارشد روان‌شناسی تربیتی، گروه روان‌شناسی، واحد خوی، دانشگاه آزاد اسلامی، خوی، ایران)
علی زینالی ² (گروه روانشناسی، واحد خوی، دانشگاه آزاد اسلامی، خوی، ایران)

تاریخ دریافت : 1401/07/16 تاریخ پذیرش : 1401/12/02 تاریخ انتشار : 1402/03/01

کلید واژه: دانش‌آموزان, رفتار مدنی تحصیلی, جو عاطفی مدرسه, تجارب مثبت در مدرسه, شکفتگی تحصیلی,

چکیده مقاله :

هدف این مطالعه بررسی مدل رفتار مدنی تحصیلی بر اساس جو عاطفی مدرسه و تجارب مثبت در مدرسه با میانجی‌گری شکفتگی تحصیلی در دانش‌آموزان دبیرستانی بود. در یک مطالعه همبستگی از میان دانش‌آموزان دوره دوم متوسطه شهر خوی در سال تحصیلی 1-1400، تعداد 368 نفر بر اساس جدول کرجسی و مورگان با روش نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای به‌عنوان نمونه انتخاب شدند. ابزارهای پژوهش شامل رفتار مدنی تحصیلی (گل‌پرور، 1389)، جو عاطفی مدرسه (پاشا امیری، 1388)، تجارب مثبت در مدرسه (فیورلانگ و همکاران، 2014) و شکفتگی تحصیلی (داینر و بیسواز- داینر، 2008) بودند. داده‌ها با روش تحلیل مسیر در نرم‌افزارهای SPSS و Amos تحلیل شدند. یافته‌ها نشان داد که مدل رفتار مدنی تحصیلی بر اساس جو عاطفی مدرسه و تجارب مثبت در مدرسه با میانجی‌گری شکفتگی تحصیلی در دانش‌آموزان دبیرستانی برازش مناسبی دارد. همچنین، متغیرهای جو عاطفی مدرسه و تجارب مثبت در مدرسه بر شکفتگی تحصیلی و متغیرهای جو عاطفی مدرسه، تجارب مثبت در مدرسه و شکفتگی تحصیلی بر رفتار مدنی تحصیلی اثر مستقیم، مثبت و معنادار دارد. علاوه بر آن، جو عاطفی مدرسه و تجارب مثبت در مدرسه با میانجی‌گری شکفتگی تحصیلی بر رفتار مدنی تحصیلی اثر غیرمستقیم، مثبت و معنادار دارند (001/0>P). با توجه به نتایج، برای بهبود رفتار مدنی تحصیلی در دانش‌آموزان دبیرستانی می‌توان جو عاطفی مدرسه، تجارب مثبت در مدرسه و شکفتگی تحصیلی آنها را از طریق بهبود وضعیت‌های مختلف مدرسه ارتقاء بخشید.

چکیده انگلیسی:

The aim of this study was investigated the academic civic behavior model based on the school emotional climate and positive experiences at school with the mediation of academic flourishing in high school students. In a correlational study 368 people numbers from the senior high school students of Khoy city in the 2021-22 academic years were selected as a sample based on the Krejcie and Morgan table with the multi-stage cluster random sampling method. The research tools were included academic civic behavior (Golparvar, 2011), school emotional climate (Pasha Amiri, 2009), positive experiences at school (Furlong et al., 2014) and academic flourishing (Diener & Biswas-Diener, 2008). The data were analyzed by path analysis method in SPSS and Amos software. The findings showed that the academic civic behavior model based on the school emotional climate and positive experiences at school with the mediation of academic flourishing in high school students have a good fit. Also, the variables of school emotional climate and positive experiences at school on academic flourishing and the variables of school emotional climate, positive experiences at school and academic flourishing on academic civic behavior had a direct, positive and significant effect. In addition, the school emotional climate and positive experiences at school with the mediation of academic flourishing on academic civic behavior had an indirect, positive and significant effect (P<0.001). According to the results, in order to improve the academic civic behavior in high school students it is possible to promote their school emotional climate, positive experiences at school and academic flourishing through the improvement of different school situations.

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Arjmand, N., & Kazemian Moghadam, K. (2020). Examining the relationship between family emotional atmosphere, adolescents' perceptions of classroom activities, and academic engagement among female high school students in Ahwaz. Quarterly Journal of Family and Research, 16(4): 143-159 [In Persian].

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Dimitrellou, E., & Male, D. (2020). Understanding what makes a positive school experience for pupils with SEND: Can their voices inform inclusive practice? Journal of Research in Special Educational Needs, 20(2): 87-96. doi: 10.1111/1471-3802.12457

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Encina, Y., & Berger, C. (2021). Civic behavior and sense of belonging at school: The moderating role of school climate. Child Indicators Research, 14: 1453-1477. doi: 10.1007/s12187-021-09809-0

Feyzi Jarihani, F., & Zeinali, A. (2020). The role of love of learning and academic aspiration on academic civic behaviors by the mediation of academic flourishing of students. Teaching and Learning Research, 16(2): 103-113. doi: 10.22070/tlr.2019.3322

Furlong, M. J., Froh, J. J., Muller, M. E., & Gonzalez, V. (2014). The role of gratitude in fostering school bonding. Teachers College Record, 116(13): 58-79. doi: 10.1177/016146811411601316

Gokcen, N., Hefferon, K., & Attree, E. A. (2012). University students' constructions of 'flourishing' in British higher education: An inductive content analysis. International Journal of Wellbeing, 2(1): 1-21. doi: 10.5502/ijw.v2i1.1

Golparvar, M. (2011). The role of academic ethics, educational justice and injustice among university student’s education/citizenship behaviors. Journal of Educational Management Innovations, 5(4): 25-41 [In Persian].

Golparvar, M., Vaseghi, Z., & Javadian, Z. (2013). The moderating role of work skills in relationship between job stress, feeling energy and emotional exhaustion with deviant and organizational citizenship behaviors and creativity. Iran Occupational Health, 9(4): 58-70 [In Persian].

Hashemizade Nahi, N., & Mahdiyan, H. (2018). Role of academic engagement and flourishing in predicting the academic excitements of high school female students. Journal of Educational Psychology Studies, 15(31): 243-270. doi: 10.22111/jeps.2018.4277 [In Persian]

Hassani, M., & Vadi, MA. (2016). The psychometric properties and standardization of the scale of positive and negative experience (SPANE) among third grade female high school student in Tehran. Journal of Instruction and Evaluation, 9(35): 105-124 [In Persian].

Hayhurst, J. G., Hunter, J. A., & Ruffman, T. (2019). Encouraging flourishing following tragedy: The role of civic engagement in well-being and resilience. New Zealand Journal of Psychology, 48(1): 71-79.

Karakos, H. L., Voight, A. M., Geller, J., Nixon, C., & Nation, M. (2016). Student civic participation and school climate: Associations at multiple levels of the school ecology. Journal of Community Psychology, 44(2): 166-181. doi: 10.1002/jcop.21748

Kensington-Miller, B. (2018). Surviving the first year: New academics flourishing in a multidisciplinary community of practice with peer mentoring. Professional Development in Education, 44(5): 678-689. doi: 10.1080/19415257.2017.1387867

Kord, B., & Mansori, M. (2019). The causal relationship between self-compassion and civic-academic behaviors: The mediating role of parental autonomy support. Quarterly Journal of Child Mental Health, 6(2): 145-157. doi: 10.29252/jcmh.6.2.13 [In Persian].

Kristjansson, K. (2017). Recent work on flourishing as the aim of education: A critical review. British Journal of Educational Studies, 65(1): 87-107. doi: 10.1080/00071005.2016.1182115

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